Lifelong learning has been an evidence-free zone for too long. It has been under-researched and under-theorized. This volume, the first of two, is the culmination of years of empirical work undertaken for the ESRC's Learning Society Programme, a major investment in lifelong learning research. It explores the ways lifelong learning can contribute to the development of knowledge and skills for employment, and other areas of adult life.
Author(s): Frank Coffield
Year: 2000
Language: English
Pages: 288
DIFFERING VISIONS OF A LEARNING SOCIETY......Page 2
Contents......Page 4
Notes on contributors......Page 5
Introduction: A critical analysis of the concept of a learning society......Page 10
The Learning Society Programme......Page 13
Ten models of a learning society......Page 16
Final comments......Page 36
Background......Page 48
Aims......Page 52
Methods......Page 55
Findings......Page 57
hat learning?......Page 71
Introduction......Page 80
A conceptual framework......Page 82
The current policy context......Page 84
Key policy issues......Page 95
Unification as a policy process......Page 100
Conclusions......Page 104
Introduction......Page 114
The study......Page 116
Conceptualisation......Page 117
Findings......Page 121
Changing practice......Page 131
Implications and an agenda for future action......Page 139
Background......Page 148
The structure of the guidance system in the UK......Page 150
Impact of the guidance service reforms in the UK......Page 151
Guidance systems in France, Germany, Italy and the Netherlands......Page 158
EU policy in the field of careers and educational guidance......Page 164
Policy options for the provision of adult guidance services in the UK......Page 166
Conclusion: the development of lifelong guidance services for the Learning Society......Page 169
Background......Page 176
Theoretical framework......Page 180
The study......Page 182
Findings......Page 186
Policy implications......Page 200
The Learning Society and multi-skilling: background and concepts......Page 208
Objectives and methods......Page 214
Findings......Page 216
Conclusion and policy recommendations......Page 225
Introduction......Page 240
Theoretical foundation......Page 241
Methodology......Page 245
How do people learn?......Page 249
Factors affecting learning at work......Page 258
Theoretical development......Page 263
Policy implications......Page 266
Index......Page 272
